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Social Media Users’ Status: Feeling Conflicted (Cassandra and Jada)
Manage episode 410482696 series 3087831
Contenuto fornito da Aaron Chia Yuan Hung and EdTech @ AdelphiU. Tutti i contenuti dei podcast, inclusi episodi, grafica e descrizioni dei podcast, vengono caricati e forniti direttamente da Aaron Chia Yuan Hung and EdTech @ AdelphiU o dal partner della piattaforma podcast. Se ritieni che qualcuno stia utilizzando la tua opera protetta da copyright senza la tua autorizzazione, puoi seguire la procedura descritta qui https://it.player.fm/legal.
Adelphi University students, Jada and Cassie speak about the positives and negatives of different platforms of social media in the lives of its users. This discussion addresses the argument of social media’s potential to be an addiction versus a distraction and the impact it has on students’ lives inside and outside of the classroom. What can teachers do to help in strengthening their students’ knowledge of social media? How can parents assist their children in navigating social media in a safe and responsible way? What can we do to be sensible users? These questions, and more, are discussed in this week’s episode ‘Social Media Users’ Status: Feeling Conflicted.’
References
Gottfried, J. (2024, January 31). Americans’ social media use. Pew Research Center. https://www.pewresearch.org/internet/2024/01/31/americans-social-media-use/
Orlowski, J. (Director). (2020). The Social Dilemma [Movie]. Netflix. https://www.netflix.com/watch/81254224
Shearer, E. (2023, April 18). Podcasts as a source of news and information. Pew Research Center. https://www.pewresearch.org/journalism/2023/04/18/podcasts-as-a-source-of-news-and-information/
The Knowledge Project Podcast. (2021, February 16). How to get more done and avoid distractions: Nir Eyal. YouTube. https://youtu.be/1wW9Ouw4dCo?si=d0jlspI_c1J-y7l7
Ünlüsoy, A., Leander, K. M., & de Haan, M. (2022). Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. E-Learning and Digital Media, 19(1), 78–92. https://doi.org/10.1177/20427530211032302
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